Rosley CofE School
Rosley is a voluntary Aided Primary School and Nursery catering for children between the ages of 2 and 11 years. The original school was founded in 1873, but moved to its present site in 1961. It is a pleasant, well maintained building situated opposite Holy Trinity Church and Rosley Village Hall in a picturesque rural setting. The school is easily accessible from Dalston and Wigton and serves the local communities of Rosley, Westward, Brocklebank and Curthwaite.
Inside the school there are 4 self-contained teaching areas, an attractive school hall, a well-equipped kitchen where meals are prepared on site, good cloakroom facilities and offices for the Head Teacher and Business Manager. Our purpose-built nursery is located on the school premises near our Reception/KS1 class and both have direct access to a secure outdoor area, which is used by the children on a daily basis. The school hall functions as a dining room, a meeting place for Collective Worship and an extra teaching space if needed. We are lucky to have the use of the much larger village hall when occasions demand more space.
Providing a pleasant, comfortable and stimulating environment in which the children can work and play is essential and much has been done over the last few years to upgrade and update the facilities. We have school ﬁeld, sports pavilion and vegetable garden. The sports ﬁeld is used by the school and members of the local community. The vegetables we are growing in the garden are used in the school kitchen and children are learning about the importance of vegetables as part of a healthy diet.
Who to contact
Where to go
- CA7 8AU
- Other notes
We also offer Breakast Club between 8am and 8.45am.
Our after-school clubs run from 3.30pm until 5.30pm.
Rosley CE School prides itself on being a highly inclusive school, welcoming and providing for children with a full range of needs. All our staff work hard to meet the needs of all the children in our care, we aim to give them access to the full school curriculum, at a level which is appropriate to their age and ability. We also consider the needs of parents and carers, thus our building has been adapted to allow full access for pupils and family members who may have disabilities.
We have staff who are trained to deliver speciﬁc programs to individuals and small groups of children who need a boost in literacy or mathematical skills at certain points during the school year. We work closely with outside agencies that can help us access further support for individuals who require it.
- Contact Name
- Mrs Julie Paisley (Acting SENCo)
- Contact Telephone
- 016973 42776
- Contact Email
- Local Offer Age Bands
- Primary (5-10 years)
Schools Extended Local Offer Response
- How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
Class teachers will monitor the ongoing progress of children against age-related expectations. If there are any concerns regarding a child's progress or development school staff can seek advice and support from the school SENDCo. If parents are concerned, they should contact the class teacher in the first instance to discuss. The SENDCo is also available to meet with parents.
- How will early years setting/school/college staff support my child/young person?
Once issues of development and progress have been identified, the class teacher in conjunction with the SENDCo will put in place strategies to support the child. If the issues involve interventions different from the majority of children within the class, there will be an Individual Education Plan (IEP) drawn up. This will outline a number of targets to address the issues and be reviewed termly. There will be regular meetings between the class teacher and parents to review and monitor the child's progress. If after a range of support, there still is concern about the child's progress, a referral may be made to outside agencies, whom we work closely with, to provide further advice and guidance. This may involve agencies such as Educational Psychology, Specialist Advisory Teachers, Speech and Language, Family Action.
- How will the curriculum be matched to my child's/young person's needs?
Class teachers will work to ensure that the child is able to access the national curriculum at the level they are capable of. This may involve support in class in small groups or on a 1:1 basis. At times, it may be most beneficial for intervention to take place outside of the classroom. The support in class may be provided by the class teacher or a teaching assistant. It may be that the child requires special resources to support them such as specially tailored computer programmes. The IEP will identify focus targets which will be addressed through classwork where appropriate. For example, a child needing to focus on letter formation, ensuring that their letters are of the correct size and orientation, may have this as a focus during a class writing session or may work within a small group on a programme entitled "Write from the Start", supported by a teaching assistant.
- How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?
IEP targets will be reviewed on a termly basis by the SENDCo, class teacher and parents. However, this can happen on a more frequent basis as the need arises. Progress against targets will be discussed and further targets set. In addition to measuring progress against IEP targets, the class teacher will monitor progress against the National Curriculum age-related expectations. This will also be discussed with parents at IEP review meetings.
- What support will there be for my child's/young person's overall well being?
In all cases of support, additional work or specific strategies will be explained to the child in order for them to understand how these approaches will help support them. They will be made aware of channels of support open to them. In cases of behavioural issues, there may be strategies such as Social Stories drawn up, which will guide the child in taking the most appropriate action in times of difficulty. All of our teaching staff have undertaken CPD related to mental health.
Where attendance is an issue, staff will work closely with parents to support children into school on a daily basis.
- What specialist services and expertise are avaliable at or accessed by the setting/school/college?
We have a very experienced team of teaching and support staff who are able to support a range of needs within school.
We work closely with our Educational Psychologist and the Specialist Advisory Teacher team. We are also able to access support from Speech and Language and other outside agencies such as Family Action as needed. When a referral has been made to an external agency, the child may be visited in school and work with them or be observed working within the classroom.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
All staff undertake training outside school as and when appropriate. This is generally need led. Individual members of staff within school are trained in a range of programs including Dyslexia Friendly Classrooms, Drwing and Talking, Decider Skills, Lego Therapy, Talk Boost, Smart Moves and Basic Moves. One member of staff is also qualified as a Mental Health Champion.
Our Acting SENDCo has the National Award for SEND co-ordination and attends relevant training on a regular basis, including SEND Cluster meetings and Local Authority training.
In-house CPD is delivered by the SENDCo to ensure all staff are up to date with developments and are best placed to meet the needs of our children.
- How will my child/young person be included in activities outside this classroom including school trips?
Rosley CE School has measures in place to ensure all children have access to the curriculum. Some activities may require specialist equipment e.g. in PE/Games. In the case of visits and activities outside of the classroom, a risk assessment is always undertaken and consideration will be given to children with specific needs. In some cases, it may be that a parent is also invited to join us and provide more specific or intimate care. These events will be discussed with parents prior to the activity. In the case of medical needs, further advice may be sought from a medical practitioner, to ensure staff are aware of all procedures in cases of emergencies.
- How accessible is the setting/school/college enviroment?
School is accessible for wheelchair users and there is a accessible toilet.
The building and facilities are all one single level and accessible to all.
- How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?
For children joining Rosley CE School, there will be induction days offered for the child to join in the class they will be working with. This may be for a morning, whole day or series of days. For children with SEND going on to secondary schools, the SENCO and class teacher will liaise with the SENCO of the secondary school and arrange appropriate transition procedures. These may include additional induction days with or without a member of Rosley School staff to support.
Our children in Year 6 take part in transition activities to complement work carried out by the secondary schools.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Children who receive additonal support as part of our SEND Register may take part in interventions or make use of resources that require a budget allocation. This will be decided upon on an individual and needs focussed basis.
Those children with an EHCP have an allocated amount of funding provided to the school in order to meet their needs. The spending of this budget will be discussed annually at the EHCP review meeting and parental views and the advice of outside agencies will be sought.
- How is the decision made about what type and how much support my child/young person will receive?
The SENCO works in conjunction with class teachers, Governors and Business Manager to prioritise needs and allocate the SEN budget. For children in receipt of Pupil Premium, this will also be discussed with parents, as to how best to utilise the funding for the benefit and progress of the child. A provision map is drawn up to outline provision. This is reviewed annually to monitor the impact of spending.
- How are parents involved in the setting/school/college? How can I be involved?
Rosley CE School works closely with parents and carers to ensure early identification of needs. We meet regularly with parents to discuss their child's needs, progrees and next steps. Parents are welcome to make an appointment to speak with any member of school staff regarding any queries or concerns.